Problematic analysis of assessment standards in physical education: Literature study

Improving the quality of the assessment is needed because with an assessment process that meets the standards, student learning outcomes will be measured accurately. This article aims to analyze several studies on the problem of assessment standards in the physical education (PE) learning process so that knowing what factors have a relationship and influence on the occurrence of problems in physical education assessment standards and solutions that can be implemented in these problems. The method in this article is a literature review using flow chart PRISMA to identify articles through process filtering and data extraction. The results were obtained from 15 articles that meet the criteria, such as the subjects used are teachers and students in educational institutions and articles used in at least the last ten years. A total of 15 articles stated that the assessment process in physical education learning still needs a lot to meet the educational assessment standards. This is due to a lack of understanding of performance appraisal because teachers usually only see and use pre-existing assessments without evaluation and need to be adjusted to the character of student achievement and teachers' critical thinking without pedagogy.


INTRODUCTION
PE classes must be included in the primary and high school curriculum (UU RI No. 20 (Page et al., 2005). PE goals are classified into three psychomotor, cognitive, and affective domains (Lieberman & Houstonwilson, 2018). Accountability in education is increasingly emphasized, Graduate competency requirements, content standards, process : 2548-7833 (Print) 101 standards, and assessment standards make up the national education standards. In the learning phase, the assessment process is important because assessment is the education system's focus. To measure the effectiveness of instruction, subject assessment evaluation activities are employed. In addition to teachers, students' parents also serve as evaluators.
However, in PE in schools, The assessment standard has been disregarded and is even listed as optional, the tool used in evaluating student PE learning outcomes is not suitable for performance evaluation because its characteristics need to be adjusted to those in the lesson plan.
In this case, the standards for achievement and evaluation of PE become a problem. Performance evaluation involves observing and evaluating students' skills, knowledge, and attitudes in a variety of real-world tasks and scenarios (Tomlinson, 2006). Through various measurements and observations, the instructor thoroughly evaluates the students' responses, products, and behaviour during the performance appraisal process.
Despite such national initiatives, teachers still struggle with classroom evaluation of PE subjects in their teaching activities (Kang & You, 2013).
Several other countries also experience the same problems. Studies focusing on PE assessment have often brought up issues, including teachers' disregard for assessment, their ignorance of assessment, and their attitude in failing to accept assessment as a component of the PE learning process (Annerstedt, 2010;Carroll, 2005). PE evaluation presents a considerable challenge for primary school teachers tasked with teaching several disciplines, and they play a crucial role in fostering interest in and study into this topic. There is a need for research on the extent of teachers' assessment expertise as well as the effectiveness of their implementation and interpretation (Thompson & Penney, 2015 Research using a literature review model is important because many field studies have proven that there are many problems in the PE learning process, especially in aspects of assessment standards (Sofyan, 2016;Mustafa, 2021;Gunawan, 2017). Therefore, research with this model can collect the results of research that has been done previously in order to underline the findings and combine them into a conclusion. Many studies on evaluating problems in aspects of assessment standards in PE have been carried out (Mustafa, 2021;Mustafa et al., 2019;Oktaviani & Wulandari, 2021;Sofyan, 2016). It is necessary to conduct a review study to find important findings from these previous studies. In addition, the results of this review study can be used as evaluation material for teachers in conducting assessments in accordance with the provisions of national standards because this article will be explained solutions to different issues that teachers have while evaluating how well students are learning PE that can be implemented by teachers when conducting assessment process.

METHOD
This study is a literature review that uses sources of information obtained from several research articles that have been published. The databases used are google scholar and eric. An online search was conducted to identify the relevant literature. Keywords that are used to identify relevant articles are "physical education problems", "assessment standard", "physical education problems", and "assessment standards".
Search data secondary have a limited time certain, so they could look for novelty, the author limits the time of publication of articles starting in 2013 to 2022. The diversity in this research is quite a lot of domains, therefore the researcher limits the articles with a certain design that is reviewed from the following inclusion criteria: (1) research taken with a minimal reference list of 50% from articles, (2) study which taken is research conducted at least ten years final, (3) of course the research Formulating a research question can facilitate the next step, namely analyzing the article. The stages of article analysis can be done using the PRISMA method. According to Swartz (2021), the prism method has four stages, namely (1) identification, (2) screening, (3) eligibility, and (4) included (Included). Following the diagram by using the method PRISMA. Thirty-four articles were tested for eligibility, so 19 were excluded due to the list of references that did not meet the criteria previously mentioned inclusions. Fifteen articles fall into the required category in this research.
The number of articles database by google scholar is ten, and the database by eric is five.

RESULT
After reducing the articles that did not meet the inclusion criteria, 15 studies met the criteria. It can be seen in the picture above, which explains the PRISMA flow diagram. Delete articles that are not in accordance generally have a reason because the subject and variable need to follow criteria. The article study was taken from a number of locations like Jayakerta (n = 1), East Java (n = 5), Pariaman (n = 1), Cimahi (n = 1), Yogyakarta (n = 1), Mataram (n = 1), Philippines (n = 1), Turkey (n = 1), Thailand (n=1), Malaysia (n=1), and South Korea (n=1).
In research that has met the criteria for inclusion, nothing has been published before 2013. Meanwhile, the most recent research was published in 2022 by a whole international journal, which was published in credible journals indexed by Scopus, and all reviewed national journals were published in credible journals indexed by sinta. The following is the literature obtained by the author after doing a review. • Teachers rarely give portfolio assignments. •

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The analysis of the articles that have been carried out shows that there are still many problems in the PE learning process, especially in assessment standards. Research conducted by Gustiawati et al. (2019) states that only some PE teachers, regardless of academic discipline, know the important considerations in constructing an appropriate assessment process. Further research by Sugiharto (2017) shows the need for more training to deepen teachers' understanding of concepts in this increasingly developing technology era. In the research conducted by Parma (2022), PE assessment and evaluation criteria had the lowest percentage, This is because students can see how boring exams are.
(Rama Kurniawan, 2018;Mustafa, 2021;Wardhana et al., 2017) in his research stated that the teacher did not assess skills according to the assessment rubric in the lesson plan. Aji & Winarno (2016) explain that some teachers still need to understand the assessment concept. The research conducted by Yuniartik & Hidayah (2017) PE assessment has yet to be carried out comprehensively.
All the problems faced in the PE process will significantly affect the quality of student learning achievement. Performing various assessment techniques in aspects of learning is very necessary to be mastered by the teacher. The use of assessment tools also meets the criteria for validity and reliability. The instrument's difficulty level is evenly distributed, and the cognitive domain is also evenly distributed and must be carried out according to the guidelines or lesson plans.

DISCUSSION
Through the review process that has been carried out, it is found that there are still many disputes in the PE learning process. PE learning is still not running as it should, even though PE subjects contribute to making 21st-century skills. As in the research conducted by Park (2017), there are still teachers who still need to understand the clarity of the assessment concept. Understanding assessment refers to a teacher's familiarity with and comprehension of assessment in a learning environment. Assessment understanding is a fundamental tenet of assessment efficacy. It refers to

Dinda Arisetya Purwadi, Yulingga Nanda Hanief, Ulma Erdilanita
Problematic analysis of assessment standards in physical education: Literature study 112 the degree to which individual teachers are knowledgeable about assessments and how they decide on the overall assessment process and outcome . It is the starting point that determines the extent to which the assessment results in impact students.
One must first comprehend what "assessment" means before having proper assessment knowledge. Due to a complete lack of understanding of performance appraisal caused by this lack of understanding of appraisal, measurement-oriented evaluation has come to be prioritized in culture even after performance appraisal was introduced.
Common issues include sports teachers needing more opportunities than educators of knowledge-based disciplines. Teachers have been unable to improve their assessment literacy due to such issues with teacher education. As a result, teachers engaged in "teaching without assessment" and gave assessment skills a lower rating than instruction. The training programs now offer one-day training sessions with thorough instructionoriented PE content (Henze & Driel, 2009).
Assessment is a procedure that collects data on both instructor and student teaching behaviour in addition to student learning behaviour (Tomlinson, 2006;Apthorp et al., 2022). As a result, effective assessment procedures can enhance teachers' capacity to instruct. In addition, there are strong connections between instruction (or pedagogy) and various assessment types in South Korea, where the national-level PE curriculum is defined in terms of its design, planning, and evaluation. This is so that curriculum conformity tests can closely match educational programs, classes, and evaluations to actively embrace what national education programs intend to achieve ).
The lack of interpretive feedback in the assessment is also a problem in the standard of PE assessment. Teachers must be proficient in assessment literacy in order to gauge their student's proficiency, design a course for their future involvement, and serve as a foundation for the necessary curricular and pedagogical modifications. The process of analyzing the data acquired during the execution of the assessment is 113 known as assessment interpretation. Students receive the outcomes of the assessment interpretation as feedback, so teachers must provide timely feedback that contains these indications. When given promptly, feedback is most effective. The feedback that is given on time and in the right context improves students' performance abilities and helps teachers decide what to teach, how to teach it, and how to assign future assignments to students. It is possible to establish timely and suitable feedback when teachers use a formative assessment viewpoint to record student achievement and give feedback to their pupils in each unit (Earl, 2014). When a teacher develops into an effective mentor, a good mentor, and an accurate reporter, an assessment can have an impact.
Teachers must engage critically with assessment, but many PE teachers still need to engage critically with pedagogy. Recognizing the significance and influence of assessment is the major goal of teacher literacy with regard to crucial PE assessments. "Process-oriented assessment" needs more attention. The emphasis should be on how far pupils have come since their first behaviour in the assessment process, even though it is not part of the assessment outcomes (Gaetano, 2016).
Assessment for learning is a requirement for true process-oriented evaluation. To develop classroom activities for students with no prior experience, one must think pedagogically from the assessment-to-learn perspective. This will enable the students to participate in their performance improvement assessment. It is also possible to use peer assessment, self-assessment will enable learners to engage in critical thinking, and deliberate self-reflection about their learning (Gordon, 1992;Wiggins, 1991), and peer assessment can strengthen the relationship between the evaluation and learning process (Layne et al., 2016). Making pupils assessment literate is an alternative to addressing teachers' scepticism of student-led assessment (Gillespie, 2013). Teachers should work to increase the literacy of their students' assessments because of this. It is crucial to give students more opportunities for peer assessment

Dinda Arisetya Purwadi, Yulingga Nanda Hanief, Ulma Erdilanita
Problematic analysis of assessment standards in physical education: Literature study 114 and include them in every step of the assessment process, from articulating the exam's goals to using the results.
Several studies raised concerns about assessing students' PE, especially on neutrality-related problems (Brennan, 1992;Freeman, 2015;Judith, 1990). Research (Tabuena, 2021) states that few PE teachers, regardless of academic discipline, are aware and knowledgeable of the important considerations in constructing an appropriate assessment process. Lack of knowledge about the characteristics of various appropriate and good evaluative measures in the assessment is also an obstacle. (Tabuena, 2021) explains that Classroom evaluation is an advanced continuous feedback technique with particular consequences for teaching and learning. Effective teaching is a systematic process that uses the analysis and interpretation of data gathered via specific procedures to provide advice for the teaching process. Basic assessment and evaluation of learning and teaching play a significant part in this.
Further research by (Özgül et al., 2018) found the lack of training to deepen teachers' understanding of the concept of assessment in this era of increasingly developing technology. The intensity of training needs to be added, such as "tutorial training" for the head teacher of PE in schools with training videos. In the research conducted by (Boonsem, 2020), The lowest percentage was found in the measuring and evaluation criteria for PE, This is because students can see how boring exams are. To develop evaluation skills and abilities, to evaluate the outcomes of improving the quality of students and ensure their success, the evaluation criteria must be transparent, equitable, and consistent with the learning content created by students. The primary goals in measuring and evaluating learning at all levels are to educate students and conduct assessments in accordance with indicators to accomplish learning standards, representing significant competencies and desired student characteristics. To effectively create and implement a PE curriculum or to work with athletes, instructors and coaches must be ready to meet their individual learning needs. In other words, once the needs of young people are recognized, they can 115 determine what inspires them to participate, taking into account the impact and reality of their participation in physical activity in daily life. In terms of promoting or discouraging involvement in physical activity and sports, there is a strong correlation between youth. (Wright et al., 2010).

CONCLUSION
From the results of the review, it can be concluded that the assessment process in PE learning still needs to meet the educational assessment standards. Many educational institutions still need to apply the five assessment criteria, which include assessment principles, mechanisms, procedures, and instruments. This is due to a lack of understanding of performance appraisal because teachers usually only see and use pre-existing assessments without evaluation and are not adjusted to the character of student achievement, and the lack of pedagogy in teachers' critical thinking. This review process adds to the evidence supporting the need to develop quality assessments for teachers and students in PE. The standard of assessment is very influential in the learning process because it determines the next learning. Improving the quality of the assessment is needed because with an assessment process that meets the standards, student learning outcomes will be measured accurately.